TY  - BOOK
AU  - Sikos,Leslie F.
AU  - Haskell-Dowland,Paul
ED  - SpringerLink (Online service)
TI  - Cybersecurity Teaching in Higher Education
SN  - 9783031242168
AV  - LB1028.43-1028.75 
U1  - 371.334 23
PY  - 2023///
CY  - Cham
PB  - Springer International Publishing, Imprint: Springer
KW  - Education
KW  - Data processing
KW  - Computer security
KW  - Computer networks
KW  - Security measures
KW  - Data protection
KW  - Computers and Education
KW  - Principles and Models of Security
KW  - Mobile and Network Security
KW  - Data and Information Security
N1  - Acceso multiusuario; Chapter. 1. Challenges and Opportunities of Teaching Cybersecurity in UK University Computing Programmes -- Chapter. 2. Using the Delphi Method to Elicit Requirements for an International Master's Program in Information Security Management -- Chapter. 3. Designing and Developing a Scenario-Based Curriculum for Cyber Education in HE -- Chapter. 4. Enabling teamwork in Cybersecurity courses -- Chapter. 5. Towards a Light-Weight Certification Scheme for Cybersecurity MOOCs -- Chapter. 6. Learning Environments for Digital Forensics Teaching in Higher Education
N2  - This book collects state-of-the-art curriculum development considerations, training methods, techniques, and best practices, as well as cybersecurity lab requirements and aspects to take into account when setting up new labs, all based on hands-on experience in teaching cybersecurity in higher education. In parallel with the increasing number and impact of cyberattacks, there is a growing demand for cybersecurity courses in higher education. More and more educational institutions offer cybersecurity courses, which come with unique and constantly evolving challenges not known in other disciplines. For example, step-by-step guides may not work for some of the students if the configuration of a computing environment is not identical or similar enough to the one the workshop material is based on, which can be a huge problem for blended and online delivery modes. Using nested virtualization in a cloud infrastructure might not be authentic for all kinds of exercises, because some of its characteristics can be vastly different from an enterprise network environment that would be the most important to demonstrate to students. The availability of cybersecurity datasets for training and educational purposes can be limited, and the publicly available datasets might not suit a large share of training materials, because they are often excessively documented, but not only by authoritative websites, which render these inappropriate for assignments and can be misleading for online students following training workshops and looking for online resources about datasets such as the Boss of the SOC (BOTS) datasets. The constant changes of Kali Linux make it necessary to regularly update training materials, because commands might not run the same way they did a couple of months ago. The many challenges of cybersecurity education are further complicated by the continuous evolution of networking and cloud computing, hardware and software, which shapes student expectations: what is acceptable and respected today might be obsolete or even laughable tomorrow
UR  - http://libcon.rec.uabc.mx:2048/login?url=https://doi.org/10.1007/978-3-031-24216-8
ER  -